812Call for Papers
- Oct 9, 2003Apologies for cross posting.
Special Panel: Teaching Translation - Global Challenges for the Twenty-First Century
Chaired by John Kearns, Dublin City University
For Conference: Translation and the Construction of Identity
Date: 12-14 August 2004
Venue: Sookmyung Women's University, Seoul, Korea
Concomitant with the increasing professionalization of language mediation activities, recent years have seen a growing awareness of the fact that training for translators is as desirable and necessary as it is for professionals from any other field. Discussions of the particular competencies and sub-competencies translators should possess have led to attention being focused on identifying the most appropriate aims and objectives for training in language mediation, and this in turn has been matched by an examination of the goals of translation studies courses and research training programmes.
Don Kiraly has drawn attention to the important distinction to be made between 'translation competence' - competence in mediating texts effectively between languages - and 'translator competence', which involves the translator joining various new communities which have developed as a result of the professionalization of the field. Such communities may include "educated users of several languages, those conversant in specialized technical fields, and proficient users of traditional tools and new technologies for professional interlingual communication purposes" (Kiraly 2000:13). The contemporary translator is thus expected to have a familiarity with a range of tools and resources and to be skilled in working practices and research techniques which were of far less importance to translators even as recently as ten or fifteen years ago. This in turn provides new challenges for translation trainers, but approaches developed from traditional language pedagogies seem ever more ill-prepared to meet such challenges. Furthermore, trainers must also keep abreast of developments in the tools and technologies of instruction, so that recent developments such as e-learning may successfully achieve the democratizing effect they currently promise.
The panel will thus seek to address a broad range of issues relating to the pedagogy of translation and translation studies in general, and more particularly to the training of translators, interpreters, and all involved in language mediation activities. Specific issues which may generate particular interest include the following:
a.. How will the new technological and administrative demands now being made of translators and other language mediators influence the training we provide in these professions?
b.. How will new pedagogical technologies such as e-learning affect the ways in which translators are trained?
c.. Are the present methodological models for translation and interpreting instruction adequate?
d.. Should the gap perceived by some commentators between the academic environments in which translators are often trained and the professional 'real-world' demands subsequently made of them be bridged and, if so, how?
e.. How can the performance of student translators be best assessed?
f.. What are the most appropriate guidelines for curriculum and syllabus development in the training of translators and interpreters?
Deadline for submitting abstracts: 30th November 2003
Notification of acceptance: 15th January 2003
Length of abstracts: 300 words
Language of the conference: English
Format for submission: by email or post to:
36 Eaton Square,
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